The effects of social story interventions on preschool age children with and without disabilities

More, Cori; Sileo, Nancy M.; Higgins, Kyle; Tandy, Richard D.; Tannock, Michelle T.

doi:10.1080/03004430.2011.651081

Cited by 14 publications

(12 citation statements)

References 66 publications

(189 reference statements)

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“…However, only 29.8% families had used the booklets regularly, and a portion of parents reported that they did not have time to show the booklets to their children. In the previous studies, the frequency of using a social story was also inconsistent, for instance, two to three times per week, 4 days a week, or at least 25 hr per week [Crozier & Tincani, ; Hsu et al, ; C. M. More et al, ; Raver et al, ; Vandermeer et al, ]. Regression analysis revealed that the frequency of social story reading was not significantly associated with the efficacy of social story intervention in training toothbrushing skills.…”

Section: Discussionmentioning

confidence: 95%

“…Social stories can be used to emphasize a specific skill that a child needs to improve [Benish & Bramlett, ]. In the past decades, social story intervention had been applied to promote peer interactions (inviting friends, explaining an event to peers, sharing toys, playing turn‐taking), diminish stereotypical behaviors, reduce interruptive behaviors, and establish self‐regulation behaviors among preschool children [Agosta et al, ; Benish & Bramlett, ; Chan & O'Reilly, ; Crozier & Tincani, ; Hsu, Hammond, & Ingalls, ; Kassardjian et al, ; Kuoch & Mirenda, ; Litras, Moore, & Anderson, ; C. M. More et al, ; Thompson & Johnston, ; Vandermeer, Beamish, Milford, & Lang, ]. Increment of the expected behaviors and/or reduction in the unfavorable behaviors were observed in most of the above studies, indicating that social story intervention could serve as a potential approach for behavior management among young children.…”

Section: Discussionmentioning

confidence: 99%

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Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

2019

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Toothbrushing is a routine practice for oral hygiene maintenance. It is also a challenging task for young children with special care needs. In this study, social stories were employed to teach toothbrushing skills for preschool children with special needs. Those children were recruited from the Special Child Care Centers, including 87 children with autism and 94 children without autism. A validated toothbrushing social story was used to demonstrate the toothbrushing procedure for all the recruited children. Parents were encouraged to show the stories to their children before or during their daily toothbrushing. Children's toothbrushing performance, oral hygiene status, and gingival health status were assessed at baseline and 6 months. Toothbrushing performance, oral hygiene, and gingival status of the recruited children were significantly improved after using social stories. Moreover, children with autism showed better oral hygiene status (P = 0.01) and better gingival status (P < 0.001) than their peers without autism. However, there were no significant differences in the toothbrushing performance among children with and without autism. The regression models indicated that the improvement of children's toothbrushing performance and oral health status were associated with children's intellectual functioning and parents' attitudes toward the usefulness of social story intervention. The principal findings suggested that social story intervention could be used to improve toothbrushing skills among children with or without autism, while it was more efficient in improving the oral hygiene status among children with autism. Autism Res 2020, 13: 666–674. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Toothbrushing is considered as a basic self‐care practice that should be advocated in early childhood. We used social stories to train toothbrushing skills among preschoolers with special care needs. The toothbrushing skills of the recruited children were significantly improved after 6‐months intervention, and children with autism showed better oral hygiene status than their peers without autism. These findings suggested that social story‐based health promotion could be implemented among children with special needs.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

2019

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“…According to the research done by (Crozier & Tincani, 2007), when verbal prompts were added in the intervention, the subject demonstrated higher levels of the target behavior compared to baseline and the Social Story alone condition. Social story that are used together with other interventions have proven to be more efeective (More, 2010;Hutchins & Prelock , 2013;Tanriady, 2013).…”

Section: Discussionmentioning

confidence: 99%

Usage of Social Stories in Encouraging Social Interaction of Children with Autism Spectrum Disorder

Balakrishnan¹,

Alias

2017

ICSAR

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Social story is a very popular intervention and used widely as a social learning tool for children with autism spectrum disorder (ASD). The purpose of this research was to investigate the usage of social stories in encouraging social interaction of children with ASD. The subjects for this study were 4 learners with ASD between the ages of 5 to 8 who were attending school in an inclusive setting. A single case experiment with A-B-A-B design was used for all 4 subjects. Three of the subjects showed great improvement in their ability to make friends. Improvement was also seen in their communication based on visual obeservation to the targeted behavior chart whereas 1 subject only showed very little improvement. The findings of this study suggest that the usage of social stories in improving the social interaction of children with ASD has a positive impact.

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“…A review of evidence-based studies on SST concludes that this intervention has been effective for children with ASD in all age ranges including young adults (Fetig 2013). Research shows that possessing effective social skills in preschool and elementary school is a leading indicator of academic achievement (More, Sileo, Higgings, Tandy, Tannock 2013).…”

Section: Using Ipad® To Support Social Skill Trainingmentioning

confidence: 99%

Technologie wspomagające a umiejętności społeczne

Myck-Wayne

Ramirez

2015

ikps

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Everyday new technology is changing the lives in ways we never imagined. For individual with autism spectrum disorder (ASD), some new technologies can improve communication, assist in the development of social skills and enhance the ability to learn. This paper discusses the concepts of Universal Design for Learning as a context for exploring the use if assistive technology in supporting the developmental of social skill training for children with ASD.

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The effects of social story interventions on preschool age children with and without disabilities

Cited by 14 publications

References 66 publications

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

Usage of Social Stories in Encouraging Social Interaction of Children with Autism Spectrum Disorder

Technologie wspomagające a umiejętności społeczne

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